CARINE SENIOR HIGH SCHOOL
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CARINE SENIOR HIGH SCHOOL
Seeking Excellence in Education
“Partner with families, communities and
agencies to support the educational
engagement of every student”
2022
Lower School Course Handbook
Years 7 to 10
The information and advice contained within this document is accurate at the time of publishing
1Table of Contents
General Information ............................................................................... 3
The Learning Centre ............................................................................... 4
Focus Program ....................................................................................... 5
Gifted And Talented Program ................................................................ 6
Academic Extension Programs .............................................................. 7
English .................................................................................................... 9
Health and Physical Education ............................................................. 13
Humanities and Social Sciences ............................................................ 18
Languages ............................................................................................. 23
Mathematics......................................................................................... 26
Science.................................................................................................. 30
The Arts ................................................................................................ 33
Technologies......................................................................................... 39
Technologies – Business Technologies .............................................. 40
Technologies – Digital Technologies .................................................. 42
Technologies and Home Economics .................................................. 45
Technologies – Design & Technology................................................. 48
Technologies - Photography .............................................................. 51
Carine SHS Atar Year 11 Course Prerequistes 2022 .............................. 53
2GENERAL INFORMATION
This handbook has been prepared to provide parents and students with details of the courses being
delivered in Years 7 to 10 in 2022. It will provide information about all eight Learning Areas in the school,
including course descriptions for elective courses, Academic Extension, Gifted and Talented Program and
The Learning Centre Programs.
The eight Learning Areas are:
The Arts
English
Health & Physical Education
Humanities & Social Sciences
Languages
Mathematics
Science
Technologies
A student’s education program consists of compulsory and elective courses throughout the year.
All students are allocated their compulsory courses, that is, English, Humanities and Social Sciences
(HASS), Mathematics, Science, General Physical Education and Health Education classes by the school.
In Years 7 and 8, courses from The Arts, Technologies and Languages are also compulsory.
In cases where there are distinct pathways in Year 10 that lead to specific Senior School courses, students
will be placed in the appropriate courses based on the student’s performance and suitability to the course
offered in the pathway. Parents will receive communication regarding these pathways and are very
welcome to discuss placements with the class teacher or Heads of Learning Area (HOLA).
Students entering Year 10 must consider the prerequisite pathways and grades in courses for entry into
Year 11 courses when making selections. The 2022 prerequisites are detailed on page 52 of this
Handbook, provided to help students entering Year 10 understand the required level of performance to be
eligible, and successful, for 2022 Year 11 courses.
Please note that there are OLNA requirements that must be met. These requirements are based on
achieving Band 8 in Year 9 NAPLAN Reading, Writing and Numeracy or Category 3 in OLNA, if necessary,
during Years 10, 11 and 12. Students who fail to meet the OLNA Numeracy requirements in Year 10 will
undertake Mathematics Essentials in Year 11. An English course is compulsory for all Year 11 and 12
students.
Course selection instructions vary with each year group and are outlined on each year group’s course
selection forms. Please make your selections carefully; course changes will not be made after the
timetable is finalised for students who have simply changed their mind. Changes may be able to be made
for medical or curriculum reasons.
Music students must place Class Music 1 and Class Music 2 in their first two choices each semester.
Students wishing to withdraw from the Music Program in 2022 must do this formally in writing to HOLA
Ross Brennan.
In Year 9 and 10, French is optional and must also be selected as choice one or two both semesters.
We encourage parents/carers to actively participate in the course selection process with their child by
carefully considering their child’s future needs, interests and possible future pathways.
Tracy Griffiths
Associate Principal – Lower School
3THE LEARNING CENTRE
Programs
The Carine Senior High School Learning Centre Office is located downstairs in E Block. The Learning
Centre encompasses the following Lower School based programs:
Core English and Maths
Students, in groups of no more than 16, attend Core Mathematics in Years 7 to 9 and/or English in Years 8
to 10. Extensive testing is undertaken before and during the program to determine accurate placement,
with Learning Assistance Plans (LAPs) outlining specific focus skills for students when required. Some
students have specific learning disabilities or difficulties, while others need a shorter term placement to
“catch up” and re-enter mainstream classes during the year.
Students with Additional Needs Program
Some students who have additional needs fulfil the criteria set by the Department of Education for
allocation of additional funding for school-based support (often in the form of Education Assistant time).
Support is specifically allocated to students, ranging from Level 1 to Level 3. It is part of the role of the
Learning Centre Manager to both apply for the support funding through Disability Resourcing and allocate
this funding to provide support according to students’ learning and safety needs. Each student who is part
of the Educational Support Program is required to have a Learning Assistance Plan and meeting times can
be arranged throughout the year to allow all teachers and parents to have input into the plan and any
appropriate changes made. Initially staff will receive information regarding the students’ diagnosis and
classroom recommendations from documentation. Time is always available to talk to Learning Centre staff
further about specific information regarding students
Extra Literacy and Extra Numeracy Programs
The Extra Literacy and Numeracy programs are Year 7 to 10 courses. These programs provide additional
literacy and numeracy support for selected students. Many students in the Year 7 Extra Literacy Program
are also placed in the Focus English classes to maximise the support they receive in their first year of high
school. The lower student to teacher ratios allow for intensive literacy support and skill-building. The Extra
Literacy and Numeracy Program selection process begins when the students are in Year 6 and involves the
collection and evaluation of information from Year 6 teachers, as well as results from the Carine SHS
Placement Testing program and NAPLAN results. Selected students are invited to participate through a
letter sent home to parents/guardians. Participation in this program is voluntary, conditional on parental
consent. The Extra Literacy and Numeracy classes are timetabled at the same times as French classes in
Years 7 and 8, so students who do Extra Literacy or Extra Numeracy will not study an additional language.
A student cannot undertake both Extra Literacy and Extra Numeracy.
Extra Literacy and Extra Numeracy are also offered as electives in Years 9 and 10 to continue literacy and
numeracy support for students who would benefit from ongoing help in improving their reading and writing
skills through targeted and engaging programs. As achieving Category 3 for the Online Literacy and
Numeracy Assessment (OLNA) is a prerequisite for attaining a Western Australian Certificate of Education
(WACE), these electives will be appropriate for many students.
Education Assistants
Staff in the Learning Centre value effective, collaborative relationships with teachers. We are fortunate at
Carine SHS to have a dedicated and committed group of education assistants. Having an education
assistant working with teachers in classes provides many opportunities for enhanced support of group work
and individual learning. Education assistants support the needs of the whole class; however, the Education
Assistant’s priority is to support students with additional funding.
If you would like to know anything further about the Carine Senior High School Learning Centre Programs,
please contact Learning Centre Manager, Wendy Evans on 9243 9100 or via email
wendy.evans2@education.wa.edu.au.
4FOCUS PROGRAM
A Successful Pathway for all Students
Carine SHS initiated a new program in 2021 to provide every student with a pathway to a successful future.
Students identified as being at literacy and/or numeracy risk will be offered a place in these programs.
We have been pursuing a whole school approach to differentiation. The inherent premise to this approach
is “teaching up”. More specifically:
• Student centred
• Robust enough to engage and challenge
• Contains multiple approaches to content, process and product
• Is a blend of whole school class, group and individual activities
To further tailor our Focus Program to the individual student, we have used student achievement data,
NAPLAN, teacher judgement and standardized testing to group our students into three tiers. Students are
invited to join the program following careful data analysis.
It is anticipated that HASS, English and Science teachers in the Year 7 and 8 programs will have one
period time that will be used to monitor direct instruction programs and for planning and creating highly
specific and effective programs and resources for at risk students.
Class Ratios Components of Intervention
Core Max 16 Students English (Years 9 and 10) and Maths (Years 7-9)
1 Teacher ,1 EA Heavily scaffolded and supportive
24 - 25 Students Focus Literacy classes - Science, English and
Focus 1 1 Teacher 1 EA HASS (3 hrs each)
DI sessions 5 hrs (Corrective Reading - Decoding)
Utilising 2 hrs
Small group instruction 1:6 or 1:8
Extra Literacy – Elective (instead of French)
Focus Maths – 4 hours per week
Students can be in Focus Literacy as well as Focus
Numeracy/Core Maths
24 -25 Students Focus classes - Science, English and HASS (3 hrs
Focus 2 1 Teacher 1 EA each)
DI sessions 3 hrs (Corrective Reading - Decoding)
2 hrs Extra Literacy – Elective (instead of French)
Focus Maths – 4 hours per week
Students can be in Focus Literacy as well as Focus
Numeracy/Core Maths
Extra Literacy or Max 20 Students 2 hrs Extra Literacy or Numeracy – (instead of
Extra Numeracy 1 Teacher 1 EA French)
Focussing on all aspects of Literacy or Numeracy
A student can be in either Extra Literacy or Extra
Numeracy
5GIFTED AND TALENTED PROGRAM
About the Program
Commencing in 2020, Carine Senior High School is now one of fourteen Western Australian public secondary
schools offering an approved Selective Academic Program for Gifted and Talented (G and T) students. The
2022 intake will be for Year 7 students and they will join our Year 8 and 9 classes for 2022. By 2023 the
program will extend to Year 10.
The academically focused learning environment is intellectually challenging and designed to motivate
students to extend their knowledge, understanding and application, and to enhance their learning skills in
preparation for Senior School and for a lifetime of personal progress. While the course content will follow
the WA Curriculum in Science, English, Mathematics, Humanities and Social Sciences, students will benefit
from being exposed to a differentiated curriculum designed to stimulate and develop the individual's skills in
inquiry, analytical and critical thinking, communication and creativity. Students in the Gifted and Talented
Program in Years 7 to 10 will continue to cover all other areas of the WA Curriculum, including Heath and
PE, French, The Visual and Performing (Music, Dance, and/or Drama) Arts and Technologies (Design and
Digital).
Students offered a place in this program will have scored highly in the competitive Academic Selective
Entrance Test administered by the Department of Education.
Program Entry and Selection
For specific dates please refer to the Department of Education website:
http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/parents/selective-
academic-programs/
In October, the Principal Consultants from the Department of Education Gifted and Talented Selected Unit
provide a general information evening about the Selective Academic Program to Parents of Year 5
students. Carine SHS hosts one of these information evenings each year.
Online registration for Year 6 Entry Test occurs between November and January each year. Students sit a
3-hour multi-choice and written test, Carine SHS will be one of the venues to host this test. All selections
are made centrally by the Department of Education Gifted and Talented Selection Unit, the school has no
role in the selection of students for the Gifted and Talented (G and T) Program.
If students are not successful in the Year 7 intake, there is a provision for students to gain entry to the G
and T Program to commence in the Year 9 intake if vacancies occur. G and T Program students will join
mainstream classes in Years 11 and 12 but remain supported by various programs and initiatives.
Staffing
Gifted and Talented teachers have been selected through an expression of interest process, with a panel
comprised of the Principal, Associate Principals Academic Performance and the relevant HOLAs.
Tracy Griffiths Associate Principal Lower School, Line Management of G and T Program
Betty Bryant Gifted and Talented Program Coordinator, Year 7 G and T English Teacher
Curriculum, Assessment and Reporting
Students will be assessed and reported on the WA Curriculum in accordance with the SCSA Teaching,
Assessment and Reporting Policy and the DOE Curriculum, Assessment and Reporting Policy. Reporting
and feedback to parents regarding the G and T differentiated Curriculum will be a separate one-page report
with verbal comments on students’ performance and process.
6ACADEMIC EXTENSION PROGRAMS
ACADEMIC EXTENSION PROGRAMS 2022
About the Program
The Academic Extension Program at Carine SHS operates in Year 7 and 8 in the areas of French, English,
Mathematics, Science and Humanities and Social Science (HASS) and in Year 9 in the areas of English,
Mathematics and Science. In Year 10, students are placed in appropriate pathway programs to prepare for
Senior School. Students may be offered one, two, three, four or five of the Academic Extension Programs
depending on their individual academic performance.
The Academic Extension Programs focus on teaching the WA Curriculum, assessing and reporting as per
year group planning and programming in accordance with the SCSA Teaching, Assessment and Reporting
Policy and the DOE Curriculum, Assessment and Reporting Policy.
Teachers will differentiate curriculum material where appropriate to extend, enrich and engage student
learning in French, Science, English, Mathematics and HASS. Students benefit from being exposed to a
differentiated curriculum designed to stimulate and develop the individual's skills in inquiry, analytical and
critical thinking, communication and creativity.
Program Organization 2022
COURSE YEAR 7 YEAR 8 YEAR 9
FRENCH 64 positions 64 positions Elective
ENGLISH 64 positions 64 positions 64 positions
HASS 64 positions 64 positions 64 positions
MATHS 64 positions 64 positions 64 positions
SCIENCE 64 positions 64 positions 64 positions
Program Entry and Selection Years 8 and 9
Student entry into the Carine SHS Academic Extension Program is highly competitive and based on
student achievement in end of year standard ranking in cohorts. Students will have the opportunity to
remain in Academic Extension Programs for the duration of the year. If concerns regarding academic
achievement for an individual are formed by the teacher at any time throughout the year, a meeting may be
held with the students and parent/s to change to a general or alternative class. A student may also request
a change from Academic Extension at any time.
The Academic Extension Program at Carine SHS is a school based program, therefore student entry and
ongoing placement in the program is a school based decision. Fair and transparent processes have been
developed to ensure students who suit this extended and more complex and competitive program have the
opportunity to be a part of this program.
Results from students in all classes are given a fair opportunity to enter the Academic Extension program at
the end of the year for the following school year. The Academic Extension Program is delivered with
increased complexity and speed of delivery, and so it must be understood that many students will not suit
this style of delivery and will still achieve excellent results in other classes.
There will be ongoing processes for review for students who are new to Carine SHS and may suit being in
Academic Extension. Placement offers may be made, if there is room, at any time during the year.
7Year 7 – Semester 1
Incoming Year 7 AE students will be decided on using ACER testing, Year 6 grades and teacher
judgement. The ACER assessments encompasses a Maths and Reading component and an extended
written answer.
The Academic Performance Managers - Lower School will work within these processes with incoming Year
6 students. French Academic Extension for incoming Year 7s is decided through a written application
detailed in the enrolment package. The Teacher-in-Charge of French makes the decisions on students who
enter this program.
Staffing
Academic Extension teachers have been selected by HOLAs in consultation with Associate Principal Lower
School. Teachers selected will have demonstrated teaching styles that encompass the ability to engage,
extend and differentiate curriculum.
Tracy Griffiths Associate Principal Lower School Line Management of the Academic Extension
Program, communication of entry and exit from
the Program to parents
Curriculum, Assessment and Reporting
Students will be assessed and reported on the WA Curriculum in accordance with the SCSA Teaching,
Assessment and Reporting Policy and the DOE Curriculum, Assessment and Reporting Policy.
YEAR 10 2022 PROGRAM ORGANISATION
YEAR 10 2022
ENGLISH Pre ATAR English General English Core English
Year 11
ATAR or General, providing pre requisites are met
Pathway
Program delivered by specialist HASS teachers in History, Civics, Geography and
HASS
History for all students
Year 11
ATAR or General, providing pre requisites are met
Pathway
MATHS Advanced Maths Year 10 Maths Focus Maths
Specialist, Methods, Applications (pre-requisites
Year 11
Applications Mathematics must be met) or Essential Essential Mathematics
Pathway
(pre-requisites must be met) Mathematics
Pre ATAR 1 Science Pre ATAR 2 Science General
SCIENCE
(Physics focus)
Year 11 Semester 1: All ATAR or General Science courses providing All General Science
Pathway pre-requisites are met courses
8ENGLISH
The study of English develops a student’s abilities in listening, speaking, reading, viewing and writing with
purpose, effect, understanding and critical awareness. The students will develop their abilities in a wide
range of contexts. They will also develop knowledge in the ways language varies and develop an improved
grasp of the conventions of Standard Australian English with the capacity to apply these.
The course is aligned to the Western Australian Curriculum which is organised into three interrelated
strands.
These strands are:
Language: knowing about the English language
Literature: understanding, appreciating, responding to, analysing and creating literature
Literacy: expanding the repertoire of English usage.
The learning outcomes for English are:
Speaking and listening
Reading/viewing
Writing
To enable each student to achieve these outcomes, the English curriculum offers a variety of learning
activities that include the use of various texts, (including short stories, novels, non-fiction, poetry, drama,
interpretive texts, television, film and still images) with learning outcomes that focus on students
comprehending and composing work while demonstrating an understanding of the conventions of the
English language. Tasks that students will complete include: written responses to a range of texts, reading
for understanding and purpose, writing for a range of purposes and audiences and in a range of contexts,
(including essay and letter writing, producing newspaper articles, writing critical reviews, journal writing,
writing their own plays, poems and stories) and engagement in collaborative group work.
In Years 7 and 8, most students are in General English classes with the exception of Core/Focus English,
Gifted & Talented and Academic Extension classes. In addition to this, we will trial an Advanced pathway in
Year The fundamental teaching, learning and assessment programs for all students in Years 7 and 8 will
be common but differentiated to suit individual needs.
In Year 9 the Academic Extension, Advanced Course and the General Course will all cover the WA
Curriculum for English and will be graded in the same way. The Advanced Course program and Academic
Extension program will cover work with greater complexity than the General Course. Differentiated common
assessments will be the same for both courses and students in all courses will be able to aspire to ATAR
courses provided grade and exam prerequisites are met.
In Year 10 the Pre-ATAR and General Course will all cover the WA Curriculum for English and will be
graded in the same way. The Pre-ATAR Course program will cover work with greater complexity than the
General Course. Common assessments will be the same for both courses and students in both courses will
be able to aspire to ATAR courses provided grade and exam prerequisites are met.
Core English in Years 8 to 10, provides an English course that offers additional differentiated support
within the small class environment for those students who have been identified as experiencing difficulties
with their literacy skills.
Year 7 Electives
Prerequisite: Invitation though Placement Testing
Students will undertake Extra Literacy for Semester 1 and Semester 2 to complete the full program.
Extra Literacy 1: Semester 1 and Extra Literacy 2: Semester 2
Extra Literacy classes provide additional and targeted literacy development support in the important year
students begin their high school journey. The Year 7 Extra Literacy Program selection process begins
when the students are in Year 6 and involves the collection and evaluation of data and information from
Year 6 teachers. Identified students are invited to participate through a letter sent home to
parents/guardians and participation in this program is voluntary, conditional on parental consent. Students
9recommended for Extra Literacy One are also placed in the Focus English classes to support the direct
instruction program. Low class sizes allow for intensive literacy support and skill-building. The Extra
Literacy classes are timetabled at the same times as French classes, so students who do Extra Literacy will
not study French.
Year 8 Electives
Prerequisite: Students who completed Extra Literacy in Year 7 will automatically move into Year 8
Extra Literacy.
Further offers may be made after analysis of Year 7 NAPLAN and end of year 7 English results. Students
need to enrol in Extra Literacy for Semester 1 and Semester 2 to complete the full program.
Extra Literacy 1: Semester 1 and Extra Literacy 2: Semester 2
Students in Year 8 Extra Literacy may also be placed in either the Year 8 Focus English class or the Year 8
Core English class, depending on the level of learning support required, to maximise their
opportunities. The low ratios allow for intensive literacy support and skill-building. The Year 8 Extra
Literacy classes provide fresh units designed to engage and empower students to consolidate their literacy
skills. Concepts will be reinforced, and students will be challenged to recognise and adopt the skills of
independent readers and self-editing writers across text types. Activities and tasks designed to develop
particular areas of literacy are woven through topics relevant to students’ lives and the world they
inhabit. The Extra Literacy classes are timetabled at the same times as French classes, so students who
do Extra Literacy will not study French.
Year 9 Electives
Extra Literacy 9-1: Semester 1 and Extra Literacy 9-2: Semester 2
Prerequisite: none
This course has been designed to be preemptive about students attaining their WACE and the OLNA
component in particular. It is recommended for any student who is not confident of achieving Band 8 in
Reading and Writing in their Year 9 NAPLAN. Skill building is the focus in Term 1. Students who may not
have been invited to study Extra Literacy in Years 7 and 8 are eligible to choose this elective.
After the completion of NAPLAN Online, Extra Literacy focuses on cross-curricular literacy through project-
based learning.
When NAPLAN results become available the curriculum is differentiated to suit the area of need. The first
round of OLNA occurs early in Year 10. Year 9 Extra Literacy students are given support to prepare for
OLNA for a term and a half in this course.
Year 10 Electives
Extra Literacy 10-1: Semester 1 and Extra Literacy 10-2: Semester 2
Prerequisite: none
This elective is highly recommended for any student who has not achieved Band 8 in NAPLAN Reading
and/or Writing and will be therefore required to undertake the Online Literacy and Numeracy Assessment
(OLNA) in Year 10. Instruction is differentiated to cater for four groupings: OLNA Writing only; OLNA
Reading only; both OLNA Reading and Writing or special project work that prepares students for their
English study in Year 10. Students’ individual learning needs are central to the design of this course.
Creative Writing: Short Fiction: Semester 1
Prerequisite: C grade in Year 9 English
This course will focus on developing practical skills in writing short-form fiction. Short fiction is often the first
challenge that developing writers face, whether entering competitions, honing skills to be used in later
extended writing, or addressing the Composing requirements in Senior School English courses.
10Students will be guided in developing skills in generating ideas, developing character, editing, writing under
timed conditions, and finding their own distinct writing voice. They will be given opportunities to write pieces
that reflect their own voice, perspectives, and interests.
This course will suit those who are interested in developing their own writing for pleasure, and will also
benefit students moving into both the ATAR and ATAR Literature English courses in Year 11.
Literature Option A Taste of Gothic Horror: Semester 2
Prerequisite: none
Why are we fascinated by the ghoulish and ghastly? Why do we tell ghost stories? Through reading and
immersing ourselves in the horrors of gothic literature students in this course will explore the origins and
evolution of this gripping genre.
Students will have the chance to engage in depth with classic gothic works by the likes of Bram Stoker and
Edgar Alan Poe. They will have the opportunity to respond to texts through project based learning.
11ENGLISH
PATHWAYS TO SENIOR SCHOOL COURSES
Prerequisites
YEAR 7 YEAR 8 YEAR 9 YEAR 10 Years 11 & 12 YEAR 11 YEAR 12
Gifted and Gifted and Gifted and English Lit B
Pre-ATAR ATAR ATAR
Talented Talented Talented Grade 70%
Course Literature Literature
Program Program Program Exam
Academic Academic Academic English B
General
Extension Extension Extension Grade 65% ATAR English ATAR English
English
Program Program Program Exam
General Advanced Advanced All General General General
Core English
Course Course Course Students English English
General General Elective
Focus English Sem 1 & 2
Course Course
Extra Literacy
Core/Focus Core/Focus Creative Writing:
Extra Literacy Writing Short
English English
Fiction:
Semester 1
Elective
Extra Literacy Sem 1 & 2 Literature Option A Both
Taste of Gothic
Horror:
ATAR Literature &
Extra Literacy ATAR English
Semester 2
may be selected
12HEALTH AND PHYSICAL EDUCATION
In Health and Physical Education, students learn how to enhance their own and others' health, safety,
wellbeing and physical activity participation in varied and changing contexts. The Health and Physical
Education curriculum offers students an experiential curriculum that is contemporary, relevant, challenging,
enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to make
decisions and take action to strengthen their sense of personal identity and autonomy, build resilience,
manage risk and develop satisfying, respectful relationships. They learn to take a critical approach to
questioning physical activity and health practices and to use inquiry skills to research factors that influence
the health, safety, wellbeing, and physical activity patterns of themselves, individuals, groups and
communities. As students grow and mature, they learn to access, analyse and apply a variety of resources
for the benefit of themselves and the communities to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to
enable students to confidently, competently and creatively participate in a range of physical activities in
various contexts and settings. Students learn about how the body moves; how to approach and resolve
challenges; how to optimise movement performance; and the benefits of physical activity to themselves,
others and communities. Through movement in a variety of contexts and settings, students acquire,
practice, manage and refine personal, interpersonal, social and cognitive skills. The Health and Physical
Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and
values that promote a healthy lifestyle.
Personal, Social and Community Health:
• being healthy, safe and active
• communicating and interacting for health and wellbeing
• contributing to healthy and active communities
During the course of the year students will participate in swimming, athletics and a selection of team and/or
individual sports. It is expected that all students will actively participate in their physical and recreational
activities and be fully changed and prepared to engage.
Year 7
Year 7 Physical Education
Students continue to develop and refine specialised movement skills and focus on developing tactical
thinking skills in a range of contexts and applying them to physical activities. They have opportunities
to analyse their own and others' performance using feedback to improve body control and coordination.
Year 7 Health Education
In Year 7, the content expands students' knowledge, understanding and skills to help them achieve
successful outcomes in personal, social, movement and online situations. They learn how to take positive
action to enhance their health, safety and wellbeing by applying problem-solving and effective
communication skills and through a range of preventive health practices.
Year 8
Year 8 Physical Education
Students continue to broaden their repertoire of specialised movement skills and knowledge of
sophisticated tactical thinking skills and apply these to an expanding array of physical activity contexts.
They build on skills to analyse their own and others' performance and use basic terminology and concepts
to describe movement patterns and suggest ways to improve performance outcomes.
13Year 8 Health Education
In Year 8, the content provides opportunities for students to further examine changes to their identity and
ways to manage them. They continue to develop and refine decision-making skills and apply them to a
range of situations, as well as in online environments. They investigate health-promotion activities that aim
to improve the health and wellbeing of young people and continue to develop critical health literacy skills,
including the ability to distinguish between credible and less credible sources of health information.
Year 9
Year 9 Physical Education
Students focus on elements of speed and accuracy in different movement environments, while continuing
to develop the efficiency of specialised movement skills. Opportunities are provided for students
to refine and consolidate skills and strategies for effective leadership and teamwork and consistently apply
ethical behaviour across a range of movement contexts.
Year 9 Health Education
In Year 9, the content allows students to broaden their knowledge of the factors that shape their personal
identity and the health and wellbeing of others. They further develop their ability to make informed
decisions, taking into consideration the influence of external factors on their behaviour and their capacity to
achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to
respectful relationships. With a focus on relationship skills that promote positive interactions, and manage
conflict.
Year 9 Electives
The pre-requisites for outdoor education and surfing as outlined in the Outdoor Education Policy are:
All students must be able to:
• 200 m swim in less than 7 mins
• Self-support in water for 15 mins without support
• Be able to submerge and re-surface
• Demonstrate survival sculling, floating and treading water
* Outdoor Education 9: Semester 1 OR 2
Prerequisite: As above and students also need to provide their own bike.
This course will provide students with the opportunity to learn and demonstrate skills and knowledge in the
key areas of snorkelling, bicycle education, surf rescue, compass and map reading and introductory camp
craft. Students may participate in a day trip to Rottnest.
*Surfing and Fitness 9: Semester 1 and/or Semester 2
Prerequisite: as above
This course is designed to allow students to develop their skills in surfing. Students will be provided with
equipment for this course. The course consists of a practical surfing component at a beach location paired
with fitness for surfing through a variety of activities.
Note: The Carine SHS Water Safety Policy will be adhered to at all times during this course.
#BoysTeam Games and Leadership 9: Semester 1 and 2
Prerequisite: none
Students will be given the opportunity to further develop their skills in racquet sports and ball games.
Tactics, fitness and umpiring will be covered during the semester/s. Students will be given the opportunity
to play, manage, coach and umpire a variety of team games. Sports may include tennis, badminton/netball,
football codes (rugby, AFL, soccer) and basketball. Undertaking this course will assist in the development
of understanding and skills, to make decisions and take action, to strengthen their sense of personal
identity and autonomy.
14#Girls Healthy Lifestyle and Leadership 9: Semester 1 and 2
Prerequisite: none
Healthy bodies mean healthy communities. This course will examine the influence on health and wellbeing
of nutrition and exercise through practical application. During the course students will learn about nutrition,
fitness, relaxation and how to determine if an individual is meeting current recommendations in these
areas. The course is structured in a way that will allow the application of knowledge gained about nutrition
and exercise to improve students' own health and fitness. It may include yoga, Pilates, team games,
exercise classes, meditation and positive mental and physical practices for a happy life.
#While the Team Games and Leadership elective is marketed at boy’s participation and the Girls Healthy Lifestyle and
Leadership has been marketed to girls, these descriptors are not intended to exclude students who would like to
participate in either elective. The courses came about after a significant number of students surveyed indicated they
would continue participating in sporting and fitness courses if there was the option of a single gender course.
* denotes High Cost Elective: if your child selects one or more high cost electives for Year 9 2022. Participation is
conditional on payment, required to viably sustain the provision of these courses into the future. When you sign your
child’s Year 9 2022 elective course selections, you were made aware that the high cost electives of Surfing and/or
Outdoor Education were optional and a 50% Confirmation Charge would be required by Friday 3 December 2021.
Year 10
Year 10 Physical Education
In continuing to improve performance, students transfer learned specialised with increasing proficiency and
success across a variety of contexts. They use feedback to improve their own and others' performance with
greater consistency and evaluate movement responses based on the outcome of previous performances.
Through the application of biomechanical principles to analyse movement, students broaden their
understanding of optimal techniques necessary for enhanced athletic performance.
Students self-assess their own and others' leadership styles and apply problem-solving approaches to
motivate participation and contribute to effective team relationships. They are also provided with
opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles.
During the course of the year students will participate in, athletics and a selection of team and/or individual
sports.
Year 10 Health Education
In Year 10, the content provides students with the opportunity to begin to focus on issues that affect the
wider community. They study external influences on health decisions and evaluate their impact on personal
identity and the health of the broader community. Students continue to develop and refine
communication techniques to enhance interactions with others and apply analytical skills to
scrutinise health messages in a range of contexts.
Year 10 Electives
The pre-requisites for outdoor education and surfing as outlined in the Outdoor Education Policy are:
All students must be able to:
• 200 m swim in less than 7 mins
• Self-support in water for 15 mins without support
• Be able to submerge and re-surface
• Demonstrate survival sculling, floating and treading water
*Outdoor Education 10: Semester 1 OR 2
Prerequisite: as above
This course will provide students with the opportunity to learn and demonstrate skills and knowledge in the
key areas of surf rescue, fishing, and canoeing, roping and camp cooking.
Key assessment areas will be surf rescue techniques, fishing skills, rock climbing/abseiling, canoeing and
camp cooking skills.
15*Surfing & Fitness 10-1 and 10-2: Semester 1 and/or Semester 2
Prerequisite: as above
This course is designed to allow students to develop their skills in surfing. Students will be provided with
equipment for this course. The course consists of a practical surfing component at a beach location paired
with fitness for surfing through a variety of activities.
Note: The Carine SHS Water Safety Policy will be adhered to at all times during this course.
Physical Recreation 10-1 and 10-2: Semester 1 and/or 2
Prerequisite: none
This course will provide students with the opportunity to participate in a variety of physical recreation
activities which may include table tennis, golf, ten-pin bowling, snooker, indoor cricket and archery. The
combination of sports offered will vary due to availability, resources, weather, etc.
Students will develop understandings of the rules, strategies and tactics of various recreational activities.
#Boys Team Games and Leadership 10: Semester 1 and 2
Prerequisite: none
Students will be given the opportunity to further develop their skills in racquet sports and ball games.
Tactics, fitness and umpiring will be covered during the semester/s. Students will be given the opportunity
to play, manage, coach and umpire a variety of team games. Sports may include tennis, badminton/netball,
football codes (rugby, AFL, soccer) and basketball. Undertaking this course will assist in the development
of understanding and skills, to make decisions and take action, to strengthen their sense of personal
identity and autonomy.
#Girls Healthy Lifestyle and Leadership 10: Semester 1 and 2
Prerequisite: none
Healthy bodies mean healthy communities. This course will examine the influence on health and wellbeing
of nutrition and exercise through practical application. During the course students will learn about nutrition,
fitness, relaxation and how to determine if an individual is meeting current recommendations in these
areas. The course is structured in a way that will allow the application of knowledge gained about nutrition
and exercise to improve students' own health and fitness. It may include yoga, Pilates, team games,
exercise classes, meditation and positive mental and physical practices for a happy life.
Sports Science 10-2: Semester 2
Prerequisite: none
This course will allow students to explore the science of sport through specialising in one or two sports. It
will also provide them with the opportunity to learn basic anatomy, physiology and biomechanics and is an
ideal preparation for ATAR Physical Education Studies in Years 11 and 12. Year 10 Sports Science is a
combination of practical and theoretical activities. Practical assessment will include performance of skills,
tactics and game play.
*denotes High Cost Elective: if your child selects one or more high cost electives for Year 10 2022. Participation is
conditional on payment, required to viably sustain the provision of these courses into the future. When you sign your
child’s Year 10 2022 elective course selections, you were made aware that the high cost electives of Surfing and/or
Outdoor Education were optional and a 50% Confirmation Charge would be required by Friday 3 December 2021.
#While the Team Games and Leadership elective is marketed at boy’s participation and the Girls Healthy Lifestyle and
Leadership has been marketed to girls, these descriptors are not intended to exclude students who would like to
participate in either elective. The courses came about after a significant number of students surveyed indicated they
would continue participating in sporting and fitness courses if there was the option of a single gender course.
16HEALTH AND PHYSICAL EDUCATION
PATHWAYS TO SENIOR SCHOOL COURSES
Prerequisites
YEAR 7 YEAR 8 YEAR 9 YEAR 10 Years 11 & 12 YEAR 11 YEAR 12
Physical Physical Physical Physical ATAR Physical ATAR Physical
B Grade in any Y10
Education Education Education Education Education Studies Education Studies
PE course; B Grade
in Science
Recommended:
Studying an ATAR
Health Health Health Health Science course General Physical General Physical
Education Education Education Education Year 10 Sports Education Studies Education Studies
Science
Semester 1 OR Semester 1 OR
Semester 2 Elective Semester 2 General Health General Health
Studies Studies
Outdoor Education Outdoor Education
Semester 1 General Outdoor General Outdoor
Semester 1
Electives Education Education
Electives
Surfing & Fitness
Physical Recreation
Team Games &
Leadership Surfing & Fitness
Healthy Lifestyle and Team Games & Certificate II Certificate II
Leadership Leadership Outdoor Recreation Outdoor Recreation
AND/OR Healthy Lifestyle & (2 Years) (2 Years)
Leadership
Semester 2
AND/OR
Electives
Semester 2 Electives
Surfing & Fitness
Physical Recreation
Team Games &
Leadership Surfing & Fitness
Healthy Lifestyle & Team Games &
Leadership Leadership
Healthy Lifestyle &
Leadership
Sports Science
17HUMANITIES and SOCIAL SCIENCES
Humanities and Social Sciences is the study of human behaviour and interaction in social, cultural,
environmental, economic and political contexts. It has a historical and contemporary focus, from
personal to global contexts, and considers opportunities and challenges for the future.
In the Western Australian Curriculum, the Humanities and Social Sciences learning area comprises
four subjects. Each subject is organised into two interrelated strands: Knowledge and understandings
and Humanities and Social Sciences skills.
In Years 7 to 10, most students are in General HASS classes with the exception of Academic
Extension. The teaching, learning and assessment programs for all students in Years 7-10 will be
common. In Academic Extension classes, the WA Curriculum will be delivered with increased
complexity and speed of delivery, with additional activities/competitions and learning opportunities.
1. Civics and Citizenship
Students build on their understanding of the concepts of the Westminster system and democracy by
examining the key features of Australia's democracy….
Year 7
….and how it is shaped through the Australian Constitution and constitutional change. The concepts
of justice, rights and responsibilities are further developed through a focus on Australia's legal system.
Year 8
….and participation. They investigate the types of law in Australia and how they are made. They
consider the responsibilities and freedoms of citizens and how Australians can actively participate in
their democracy. Students explore the different perspectives of Australian identity.
Year 9
….democratic values, justice and participation. They examine the role of key players in the political
system, the way citizens' decisions are shaped during an election campaign and how a government is
formed. Students investigate how Australia's court system works in support of a democratic and just
society.
Year 10
…. democratic values, justice and rights and responsibilities by exploring Australia's roles and
responsibilities at a global level and its international legal obligations. They inquire into the values and
practices that enable a resilient democracy to be sustained.
2. Economics
Year 7
An understanding of the concepts making choices and allocation is further developed through a focus
on the interdependence of consumers and producers in the market, the characteristics of successful
businesses, including how entrepreneurial behaviour contributes to business success. Work and work
futures are introduced, as students consider why people work. Students focus on national issues, with
opportunities for the concepts to also be considered in relation to local community or global issues
where appropriate.
Year 8
The concept of markets is introduced to further develop students understanding of the concepts
of interdependence, making choices and allocation. They consider how markets work and the rights,
responsibilities and opportunities that arise for businesses, consumers and governments. Work and
work futures are explored as students consider the influences on the way people work now and
consider how people will work in the future. Students focus on national and regional issues, with
opportunities for the concepts to also be considered in relation to local community, or global, issues
where appropriate.
18Year 9
Students are introduced to the concepts of specialisation and trade while continuing to further their
understanding of the key concepts of scarcity, making choices, interdependence, and allocation and
markets. They examine the connections between consumers, businesses and government, both
within Australia and with other countries, through the flow of goods, services and resources in a global
economy. The roles and responsibilities of the participants in the changing Australian and global
workplace are explored.
Year 10
Students are introduced to the concept of economic performance and living standards while
continuing to further their understanding of the concepts of making choices, interdependence,
specialisation and allocation and markets through examining contemporary issues, events and/or
case studies delving into the reasons for variations in the performance of economies. They explore
the nature of externalities and investigate the role of governments in managing economic
performance to improve living standards. They inquire into the ways businesses can manage their
workforces to improve productivity.
3. Geography
The concepts of place, space, environment, interconnection, sustainability and change continue to be
developed as a way of thinking and provide students with the opportunity to inquire….
Year 7
….into the nature of water as a natural resource. The concept of place is expanded through students'
investigation of the liveability of their own place. They apply this understanding to a wide range of
places and environments at the full range of scales, from local to global and in a range of locations.
Year 8
....into the significance of landscapes to people and the spatial change in the distribution of
populations. They apply this understanding to a wide range of places and environments at the full
range of scales, from local to global and in a range of locations.
Year 9
….which provides students with an opportunity to inquire into the production of food and fibre, the role
of the biotic environment and to explore how people, through their choices and actions, are connected
to places in a variety of ways. Students apply this understanding to a wide range of places and
environments at the full range of scales, from local to global, and in a range of locations.
Year 10
….through an applied focus on the management of environmental resources and the geography of
human wellbeing at the full range of scales, from local to global and in a range of locations.
4. History
Students develop their historical understanding through key concepts including evidence, continuity
and change, cause and effect, perspectives, empathy, significance and contestability. These concepts
are investigated within the historical context….
Year 7
….of how we know about the ancient past and why and where the earliest societies developed.
Year 8
….of the end of the ancient period to the beginning of the modern period, c. 650 AD (CE) – 1750.
They consider how societies changed, what key beliefs and values emerged and the causes and
effects of contact between societies in this period.
Year 9
….of the making of the modern world from 1750 to 1918. They consider how new ideas and
technological developments contributed to change in this period and the significance of World War I.
Year 10
….of the modern world and Australia from 1918 to the present, with an emphasis on Australia in its
global context.
19Year 9 Electives
Big History 9-1: Semester 1
Pre-requisite: none
Big History is a course that covers the history of everything; from the Big Bang, 13.7 billion years ago,
to present day Earth, and what the future may hold for humanity.
The focus of this unit is the creation of the Universe, Solar System and Earth. It covers such topics as
types of stars and galaxies, supernovae, black holes, how the Earth’s atmosphere, oceans and
continents were formed, first life appearing in the oceans, how and why life moved to the land,
evolution and natural selection and what caused the extinction of the dinosaurs.
Philosophy and Ethics 9-2: Semester 2
Pre-requisite: none
The focus for this unit is reason and action. Students examine the basic components of argument, the
distinction between opinion and evidence, what it means to be a person, and the way in which we
affect people around us.
This course delves into questions such as; What is real? How should we live? What does it mean to
be human? and Who am I? Through an in depth exploration of the world around us and the complex
questions raised by popular culture, contemporary events and ideas, students will develop skills and
understandings that will empower them to better understand, evaluate and engage with society and
the philosophical and ethical issues we all face.
Year 10 Electives
Ancient History 10-2: Semester 2
Prerequisite: none
This course is designed as an introduction to the history and cultures of ancient Egypt, Greece and
Rome. Events starting from the formation of the Egyptian Kingdom in around 3000BCE to the
collapse of the Roman empire in around 480CE will be covered.
Students will be introduced to many great personalities like Ramses, Tutankhamen, Cleopatra,
Socrates, Plato, Alexander, Caesar, Mark Anthony and Augustus. The course will tell the story of
how Egyptian civilisation evolved from hunter/gatherers to the rise of the Pharaohs, becoming the
superpower of the region. Towards the end of Egypt’s ancient rule, Greece emerged as the
“birthplace of Western Civilisation” and was well known for its philosophers, writers, the birth of
democracy in Athens and Spartan warriors. Students will study the rise of Rome which followed
shortly after, spreading its military and cultural power.
*Sustainability 10-1
Prerequisite: none
This course is designed to allow students to develop the knowledge, skills, values and world views
necessary to contribute to more sustainable patterns of living.
Students will explore some of the issues currently facing our planet at a local, regional and global
scale and investigate the ways in which these issues can be addressed. This will be achieved
through a combination of inquiry based learning and practical school based activities as well as the
opportunity to participate in fieldwork opportunities in the wider Perth area.
Students will investigate topics such as recycling, climate change and mitigation, alternative energy
sources, environmentally sustainable gardening and landscaping methods, looking after native wildlife
and threats to biodiversity.
20*Sustainability 10-2
Prerequisite: none
This course will provide students with the opportunity to actively collaborate with their peers to
develop their own sustainability initiative to implement within the school or wider
community. Students will use the inquiry based learning model and critical thinking strategies to
conduct research into a sustainability issue affecting the school or local community. They will then
use this knowledge to prepare and plan a proposal or initiative to reduce the impact of their threat to
sustainability. Through a hands on and practical approach, students will actively build or implement
their proposal and monitor its effectiveness.
*Due to numbers Sustainability will not be run in 2022 and will be re-offered in 2023
21HUMANITIES & SOCIAL SCIENCE
PATHWAYS TO SENIOR SCHOOL COURSES
Prerequisites
YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 YEAR 12
Years 11 & 12
Gifted and Gifted and Gifted and HASS Course B Grade ATAR ATAR
Talented Talented Talented delivered by
Program Program Program specialist 60% Exam Economics Economics
teachers
Academic Academic Academic
B Grade ATAR ATAR
Extension Extension Extension Electives 60% Exam Geography Geography
Program Program Program Ancient
History 10
(Semester 2) ATAR ATAR
Common Common Common B Grade
Modern Modern
HASS Course HASS Course HASS Course 60% Exam
History History
Sustainability
Gifted and Gifted and General
1&2 B Grade ATAR
Talented Talented Focus HASS Career and
60% Exam Politics & Law
Program Program Enterprise
Electives B Grade General
Focus HASS Focus HASS Big History 9 Career & Politics & Law
60% Exam Enterprise
(Semester 1)
Philosophy
and Ethics 9-2 General
General Modern
(Semester 2) Geography
History
General
General
Geography
Modern
(2022)
History
22LANGUAGES
The Language offered at Carine SHS is French.
French is compulsory in Year 7 and 8 and an elective in Years 9 and 10.
The Year 9 and 10 Language courses seek to consolidate and enrich the students’ competencies in
French.
Through Language study students:
• develop knowledge, skills and understandings to communicate effectively in a language other than
English
• improve their English literacy and English vocabulary
• practise memory skills and train their brain to be active and receptive to new knowledge and ideas
• gain a higher level of awareness, understanding and tolerance of other cultures
• enhance interpersonal and communication skills
• develop skills through language study which promote effective learning across all subject areas
• enhance employment prospects
ATAR Languages Bonus for University Entrance
Curtin University, Edith Cowan University, Murdoch University and the University of Western Australia apply
a LOTE bonus for the purpose of determining a student’s ATAR. If students complete Year 12 French,
their WACE score will be boosted by 10% of their final scaled language mark. Their ATAR will then be
calculated on the basis of this enhanced WACE score. This may lift overall results sufficiently to grant
admission to a course where they might not otherwise have achieved the cut-off score. This Language
bonus applies whether or not a student chooses to continue with foreign language study at tertiary level. In
addition, students will receive the bonus irrespective of whether French was counted as one of their best
four scores at the end of Year 12.
Note:
• Students who are native French speakers or who have sufficient background knowledge of
and fluency in the language are not permitted to study French: Second Language in Years 11
and 12.
Year 7 French
In 2022, the Western Australian Curriculum: Languages will be fully implemented at Year 7
level. The content of the Curriculum is organised into two interrelated strands: Communicating and
Understanding. Together, these strands reflect three important aspects of language learning: performance
of communication, analysing various aspects of language and culture and understanding oneself as a
communicator.
In Year 7 students communicate in French, exchanging information about self, family and friends, and
interests. They learn to identify topic, gist and specific points of information from texts related to aspects of
their personal and social worlds. Students recognise and use context-related vocabulary and elements of
the French grammatical system in spoken and written texts.
English is predominantly used for discussion, clarification, explanation, analysis and reflection. To assist
students in the language learning process, support is provided from the classroom teacher in the form of
scaffolding, modelling, explicit instruction and feedback.
In Academic Extension classes, the WA Curriculum will be delivered with increased complexity and speed
of delivery, with additional activities/competitions and learning opportunities. Programs delivered to
Academic Extension Program students will be differentiated to reflect accelerated learning and students will
be expected to complement their classwork with additional follow up work at home to keep pace with the
course.
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